Libraries R 4 Learning Project: Information Literacy Multimedia clips

Aberdeenshire Library and Information Service started filming last week on their Libraries R 4 Learning Project: Multimedia clips. As one of those approached, I travelled north last week (2nd and 3rd February 2010) to do some filming. It was an interesting process writing the scripts for the introduction sections on Information Literacy, Information Literacy in schools and Information Literacy in the workplace and then filming them. A new experience for both myself and the film crew (Sue Cromar and one of the network librarians whose name I have forgotten - my apologises to her). I now have a great respect for news readers, it is not as easy as it looks.

During my two day visit I also had a meeting with some of the Aberdeenshire Library and Information Service staff - Primary School Librarian and Early Years / Young People in Schools Librarian plus one of Aberdeenshires Literacy Development Officers (Katherine who is an English teacher on secondment). We had an interesting session where I shared information on the information literacy work I'm involved with specifically the LTS Real and Relevant – Information and Critical Literacy Skills for the 21st Century Learner’ (Early and First Level) CPD Toolkit.

Katherine was amazed to hear that Aberdeenshire Library and Information Service is not just about books, they also have objects / educational tools - religious artefacts, puppets, costumes etc that teachers can use for lessons. As a teachers she is probably not alone in thinking that libraries are just about books. She was also not aware that tours of the service have been organised for probationer teachers and that several teachers have requested visits once they heard of the resources available from the probationer teachers. I made a note to myself to remember to include Library and Information Services as a resource for teachers in the Real and Relevant  CPD Toolkit.

I also had an interesting conversation with the network librarian at Meldrum Accademy about transition initiatives (primary 7 - S1) and also about my experience todate of information literacy in the early years specifically regarding my thoughts that information literacy involves all our senses (sight, touch, smell, taste, hearing) plus our memories not just reading of text from books and or the Internet. I think we forget about the power of visual images and how this helps us learn languages, remember / recall past experiences, knowledge etc.

Open letter to PM re UK school libraries

An open letter to the Prime Minister re UK School Libraries has been sent by various organisations, including the CSG Information Literacy Group,  in response to the statement made by the Government about the online petition to make school libraries statutory.

CILIP supports the call for statutory school libraries

CILIP supports the call for statutory school libraries


A small group of people from the Youth and School Libraries Joint Committee are putting together a Libraries for schools manifesto. The text below is the latest draft February 2010:

Every child, at every stage, is entitled to:

• designated library staff able to encourage 'wider reading and reading for pleasure'


• a 'skilled library practitioner' to teach pupils to handle 'information overload', lifelong learning and employers' demand for 'problem-solvers and independent thinkers'


• a safe library environment inside and outside school hours, with help, resources and advice 


• high-quality, wide-ranging, easily accessible resources to support the curriculum, carefully selected to suit their age, learning style and ability


• be valued as an individual, with reading materials 'exploited by a knowledgeable person' to support the whole person.

Every teaching team is entitled to a designated library professional who:

• understands the curriculum and their pastoral needs


• collaborates on curriculum planning and teaching 


• works with other organisations within and beyond the school

Good news for information literacy and GCU as Debbi Boden is appointed as Director of Library Services

Debbi is well known to the project through her involvement as Chair of CILIP's Information Literacy Group and LILAC (Librarians' Information Literacy Annual Conference) which is now in its sixth year and attracts international delegates.

Currently Deputy Director of Information and Learning Services at the University of Worcester since 2007 and prior to that was a Faculty Team Leader at Imperial College and Academic Liaison Librarian at the University of Luton. 

Debbi will start her new position on 22 March  2010 and we wish her well in her new post and welcome her back to Scotland where I'm sure she will be an enthusiastic active player in Information Literacy, Libraries, Learning and Teaching.

A Vision for Scotland: the report and final recommendations of the Literacy Commission December 2009

Just finished reading  A Vision for Scotland  report and identified a few items that tied in with the projects thinking and with the current project Real and Relevant – Information and Critical Literacy Skills for the 21st Century plus the work of our partners:

• 'it is necessary to start literacy programmes from a very early age' (p13)


• 'good CPD is an essential element of any successful programme, as it develops teachers’ skills, puts the teacher in charge and so helps build the necessary commitment at school level'. (p13)


• moving beyond basic literacy - "the need to move children beyond a basic level of literacy in order that they can fully engage with modern society and the workplace" (p14-15)

As indicated earlier, the Commission agreed from the outset that literacy is a continuum that extends beyond basic literacy skills. Different levels of literacy are needed; for example, for undertaking a modern apprenticeship, for most jobs (SCQF level 5) and for Further and Higher Education. In this age of information overload via the Internet, it is important that all youngsters are equipped with analytical skills so that they can understand not just the information that is provided but also its validity. Did the author of the information have a vested interest in persuading the reader of a particular version of the truth? Literacy is also not the sole responsibility of local authorities and schools. Literacy should go beyond the remit of formal education and become embedded across society in order to ensure continuous development. Partnership working, involving the public, private and voluntary sectors, is key if poor literacy across society is to be challenged. (p14 - 15).

• 'If young people are to develop these higher-order intellectual skills, it is crucial that they are explicitly taught'.

Young people should be made aware at the outset what skills they are going to acquire and why they are important. At the conclusion of any unit of work, they should be reminded of what they have learned and be made aware of its application. This element of metacognition is a crucial part of sound learning at any level. It is no less significant when dealing with learning at an advanced level. (p16)

Govan High School (project partner) is actively doing this with their co-ordinated system of skills, called “Future Skills” see posting about Ian McCracken, Learning Resources Manager, Govan High School presentation at the 2009 Project Open Meeting .  

It is important that the skill is seen as being of widespread application. The ability to use knowledge, understanding and skills in areas other than the one in which they were acquired is essential. In some highly specialised areas of learning, skills may be needed for very specific purposes and have few applications in other contexts. The higher-order skills, like analysis and critical thinking, which are associated with advanced literacy, are not like this; they have everyday significance in much the same way as basic decoding. They are the transferable skills of the 21^st century. (p16)

Within the recommendations are the following which we would certainly endorse and support:

• A national strategy should set priorities for assisting children to move beyond basic literacy by improving standards of comprehension and higher-order literacy skills. This strategy should be informed by research and by good practice.


• Progress of local schemes should be carefully monitored and good practice shared in a systematic process of continuous improvement and professional development.


• Raising levels of higher-order literacy-related skills should be a priority objective within the Curriculum for Excellence development programme. (p18)